DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/19622026-04-04T04:50:12Z2026-04-04T04:50:12ZA representação feminina na obra " Falência," de Júlia Lopes de Almeida: o preço da aparência, a crise moral e o destino da figura femininahttps://repositorio.uema.br/jspui/handle/123456789/60182026-03-31T15:08:13Z2025-12-23T00:00:00ZTítulo: A representação feminina na obra " Falência," de Júlia Lopes de Almeida: o preço da aparência, a crise moral e o destino da figura feminina
Abstact: The novel A falência (The Bankruptcy), by Júlia Lopes de Almeida (1862-1934), transcends
the limits of a narrative about the financial ruin of a merchant to establish itself as a portrait of
the social tensions that permeated Brazil at the end of the 19th century. Therefore, this
research aims to analyze the representation of women in A falência, by Júlia Lopes de
Almeida, focusing on the construction of female characters and highlighting how the author
criticizes the social roles imposed on women in the context of the late 19th century. The
specific objectives are: (i) to understand the historical and social context in which the work
was written, especially in relation to the condition of women in 19th-century Brazil; (ii) to
examine the characterization of the main female characters in the work (Camila, Sabina,
Madalena, Estela, among others), highlighting their attitudes, conflicts, and degrees of
submission or resistance; (iii) to identify elements of social criticism present in the work,
especially those related to gender inequality and the impositions of bourgeois morality. As a
guiding question for the process of theoretical deepening and analysis of the work, the
following question was raised: how is the female character represented in the work A falência,
by Júlia Lopes de Almeida, considering the end of the 19th century in Brazil as a temporal
framework? Regarding the methodology and methodological approach, the study presents a
qualitative and applied approach, given that the procedures are bibliographic. From a
theoretical point of view, this research is anchored in the studies of Hanciau (2022), Alves
(2019) and Duarte (2003) on feminist suffrage; in the considerations of França (2025) and
Karawejczyk (2013) on women in 19th-century literature and the Republican Women's Party
respectively; in Zahidé Muzart (2014) regarding the emblematic novel by Júlia Lopes de
Almeida; and in the considerations of Cruz (2019) concerning gender relations. and the
investigations of Denise Lobato (2016) based on the moralizing theme and the liberating word
in the prose of the Rio de Janeiro writer. In short, this study aims to contribute to
strengthening academic debates on gender and literature by proposing a reading that
articulates literary analysis and social criticism2025-12-23T00:00:00ZMulheres em narrativa: um olhar sobre as personagens femininas de A Viuvinha de José de Alencar e Dom Casmurro de Machado de Assishttps://repositorio.uema.br/jspui/handle/123456789/60162026-03-31T14:01:09Z2025-01-11T00:00:00ZTítulo: Mulheres em narrativa: um olhar sobre as personagens femininas de A Viuvinha de José de Alencar e Dom Casmurro de Machado de Assis
Abstact: The female characters in "A Viuvinha" by José de Alencar and in "Dom Casmurro" by
Machado de Assis show how the representation of women in 19th-century Brazilian
literature changed over time. In Romanticism, women were portrayed in an idealized
and often submissive way. In the realist phase of Machado de Assis, they began to
have more complex and questioning profiles. The main objective of this research is to
analyze how women are represented in the works of these two authors, and how, in
creating these characters, they also criticize the role that Brazilian society reserved for
women. The research was conducted through a bibliographic review, with a qualitative
approach, supported by the studies of authors such as Louro (2004), Santiago and
colleagues (2010), Schwarz (2000), Stein (1984), and others. From this study, it is
possible to perceive that female characters began to have a more prominent role in
the narratives of this period, especially in the works of José de Alencar and Machado
de Assis. These authors created striking female figures within a patriarchal context. In
short, Carolina represents the idealized and passive woman of Romanticism, whose
virtue is her main quality. Capitu, on the other hand, is a more complex character of
Realism, whose intelligence and behavior challenge the social and narrative
expectations of the time, leaving a legacy of questioning the female condition and the
role of men in Brazilian literature2025-01-11T00:00:00ZDo palco às telas: o auto da compadecida e os processos de adaptaçãohttps://repositorio.uema.br/jspui/handle/123456789/60142026-03-31T13:50:06Z2026-01-09T00:00:00ZTítulo: Do palco às telas: o auto da compadecida e os processos de adaptação
Abstact: Ariano Suassuna's (1927-2014) play, *O Auto da Compadecida*, is frequently reviewed and analyzed in educational institutions and theater groups, who investigate its narrative and thematic particularities. Ariano Suassuna's work premiered in Recife in 1956. This play, which blends elements of medieval religious theater with Northeastern humor, allows for a comparison between the language of theater and that of cinema, highlighting the use of specific settings (theater) and the ability to explore varied environments (cinema). The focus of this analysis will be the film *O Auto da Compadecida*, by Ariano Suassuna. This analysis will significantly address some points related to discourse, considering that both the play and its adaptations for film and television discuss the creation of images from words. For this, the theories of Linda Hutcheon (2011) and Ismail Xavier (2003) will be fundamental to understanding the process of adaptation and transcoding. In this way, "Auto da Compadecida" transcends regional and temporal boundaries, establishing itself as an essential reference for those seeking to understand Brazilian popular literature, theater, and cinema in their various expressions and interpretations. Whether in school settings, on stage, or on television, the work continues to resonate in the country's collective memory2026-01-09T00:00:00ZInclusão de alunos com deficiência nos anos finais do ensino fundamental: desafios e estratégias do professor de língua portuguesahttps://repositorio.uema.br/jspui/handle/123456789/60122026-03-31T13:10:00Z2025-01-01T00:00:00ZTítulo: Inclusão de alunos com deficiência nos anos finais do ensino fundamental: desafios e estratégias do professor de língua portuguesa
Abstact: Including students with disabilities in elementary education, especially in Portuguese language classes, is one of the biggest challenges facing public schools today. Although Brazilian legislation, such as the 1988 Constitution, the 1996 LDB (Law of Directives and Bases of National Education), and the 2015 Brazilian Inclusion Law, guarantees the right to access, permanence, and learning for these students, the realization of these principles still encounters several challenges in daily school life. This qualitative and bibliographic
study analyzed, based on current educational legislation, how academic literature discusses the role of the Portuguese language teacher in promoting inclusion. The pedagogical, structural, and training obstacles faced by teachers were investigated, as well as the strategies they use to ensure that students with disabilities effectively participate in the learning process. The analysis revealed that many teachers point to the lack of specific training, the scarcity of accessible teaching materials, overcrowded classrooms, and little support from the institution as factors that hinder consistent inclusive practices. On the other hand, recent studies show that strategies such as curricular differentiation, Universal Design for Learning, the use of assistive technologies, active methodologies, and more flexible assessments can help increase the participation and learning of these students. It was evident that the continuing education of teachers, along
with pedagogical and multidisciplinary support, is essential for Portuguese language teachers to act in a mediating, critical, and sensitive way to the different needs of students. It is clear that advancing school inclusion requires integrated actions between teacher training, institutional support, and innovative pedagogical practices, guaranteeing the right to learning and contributing to a more just, democratic, and inclusive public school2025-01-01T00:00:00Z